Maksimize Learning · Book study

The ABCs of Educational Testing

Book author(s): W. James Popham

"The ABCs of Educational Testing" By W. James Popham, EdD Thank you for joining us on this journey! This study plan is designed for educators to delve into the principles and practices discussed in "The ABCs of Educational Testing" The plan spans the ten chapters, with each chapter dedicated to a specific area of focus. Participants will engage in reading, self-reflection, and application activities to deepen their understanding and prepare for implementation of the concepts presented. The following session outline encourages practical application of the concepts in the text, as well as self-reflection on current practices within the district. Remember to take notes as you read, and reflect on how the information can be applied to your individual district or setting. Participants are encouraged to engage in discussions with peers or colleagues to further enrich their understanding, or engage colleagues in the suggested activities. Please don't hesitate to reach out if I can support you in any way to help you get the most out of this book study experience. I'm excited to collaborate and make this journey both meaningful and enriching for you! MikeMaksimchuk [email protected] (231) 225-5060

How This Book Study Will Work

• Make a Copy of the Reflection Journal Access the provided reflection journal and make a personal copy. Use this document to guide your thinking and responses as you progress through each chapter.
• Share Your Document for Feedback Share your completed reflection journal with me. After each chapter, create a comment and “assign” it to me. This will notify me to review your work and ensure proper documentation for SCECHs.
• Respond to Reflection Questions Thoughtfully answer the reflection prompts for each chapter based on your reading and experiences.
• Complete One Application Activity Per Chapter Choose one application activity from the list that best fits your current role or instructional context. If none are a strong fit, please reach out to collaborate on an alternative activity that meets your needs.
• Provide Artifacts and Reflections For each application activity, include links to relevant artifacts (e.g., documents, images, videos). Additionally, write a brief reflection describing:
• What you did or created
• What you experienced or learned
• How this influenced your thinking or practice
• Any changes you might make in the future based on this experience
• SCECH Scale
• Read Chapter - 30 minutes
• Chapter Reflection - 15 minutes
• Chapter Application Activity - 30 minutes
• Maximum SCECHs Possible: 12.5

Chapter 1: Why Fuss With Educational Testing?

Reflection Prompts

• What is your current perception of educational testing?
• What experiences have shaped your beliefs about testing in schools?
• Why does Popham argue that increasing assessment literacy is essential for educators?

Application Activities

• Assessment Audit: List all the assessments currently used in your classroom or school. Identify their primary purpose.
• Professional Dialogue: Interview a colleague about their views on testing. Compare and contrast perspectives.
• Educational Testing Inventory: Create a chart that shows which stakeholders (students, teachers, parents, policymakers) benefit from different types of assessments.

Chapter 2: Three Primary Purposes of Educational Testing

Reflection Prompts

• What are the three primary purposes of educational testing discussed by Popham?
• Which of these purposes is most prominent in your context?
• How might misalignment of purpose affect outcomes?

Application Activities

• Purpose Alignment Worksheet: Select a recent assessment and determine if its design aligns with its intended purpose.
• Staff Survey: Create and distribute a short survey asking staff what they believe is the purpose of key assessments.
• Policy Review: Analyze a district or school testing policy to see how well it distinguishes between these three purposes.

Chapter 3: Behind Standardized Testing’s Cloudy Curtain

Reflection Prompts

• What surprised you most about how standardized tests are developed?
• How does understanding test construction demystify the process?
• What are the limitations and strengths of standardized assessments?

Application Activities

• Test Item Analysis: Analyze a standardized test item and identify its content, cognitive demand, and potential biases.
• Research Task: Research the test development process of one standardized test used in your district and create a one-page explainer.
• Presentation Slide: Design a visual slide explaining “How Standardized Tests Are Made” for a staff meeting or PLC.

Chapter 4: Validity: The Crux of the Caper

Reflection Prompts

• What does validity mean in the context of testing?
• How can we determine if a test is valid for a specific purpose?
• What are some misconceptions about validity that you've seen in practice?

Application Activities

• Validity Reflection Tool: Select a common assessment and evaluate its validity for its intended use.
• Case Study Creation: Write a short scenario where a test was used invalidly. Reflect on the consequences.
• Faculty Workshop Design: Create a mini-PD session or handout explaining test validity and why it matters.

Chapter 5: Reliability: Considering Consistency in Inconsistent

Containers

Reflection Prompts

• How do you define reliability in assessment?
• Why can high reliability still result in an invalid test?
• In what ways does classroom variability challenge reliability?

Application Activities

• Scoring Consistency Check: Review and compare how you and a colleague scored a student product to assess inter-rater reliability.
• Rubric Revision: Update or create a rubric that helps improve consistency in scoring.
• Mini-Experiment: Give the same short quiz twice, spaced one week apart, and analyze score consistency.

Chapter 6: Fairness in Testing: A Long Time Coming

Reflection Prompts

• What does fairness in testing mean to you?
• Which students might be disadvantaged by current testing practices?
• How can we proactively ensure fairness in test design and administration?

Application Activities

• Bias Review Protocol: Use a fairness checklist to review a current assessment for bias or access issues.
• Student Voice Activity: Gather student feedback on how assessments feel to them (fair, stressful, equitable).
• Modify and Pilot: Revise a test item to increase fairness and test it with a small group of students.

Chapter 7: Reporting Results: Where Rubber and Road Meet

Reflection Prompts

• How are test results currently reported in your setting?
• Do the results lead to meaningful action? Why or why not?
• What would ideal result reporting look like for your stakeholders?

Application Activities

• Communication Audit: Review how student performance is reported to families. Note strengths and gaps.
• Create a Parent Report Prototype: Design a simple, clear sample report for one assessment.
• PLC Data Session: Facilitate a real - or mock PLC where teachers review data and determine next steps using a standardized protocol.

Chapter 8: Formative Assessment: Instructional Magic?

Reflection Prompts

• How does Popham define formative assessment?
• What distinguishes formative assessment from frequent testing?
• How does feedback fit into the formative assessment process?

Application Activities

• Formative Practice Map: Map out formative practices used across one week of instruction.
• Feedback Audit: Analyze a batch of graded student work to assess the quality and usefulness of feedback.
• Try-It Task: Implement a new formative strategy (e.g., exit tickets, think-pair-share) and reflect on its impact.

Chapter 9: Students’ Affect: Underappreciated, Undermeasured

Reflection Prompts

• What is meant by students’ affect in this chapter?
• How might student emotion and motivation influence assessment outcomes?
• What tools or strategies could help measure or support students’ affect?

Application Activities

• Affect Inventory: Reflect on and document how student mood or engagement may have influenced assessment outcomes in a recent unit.
• Student Survey Design: Create a short anonymous survey to assess students’ attitudes toward a particular assessment or subject.
• Classroom Practice Change: Implement one strategy to increase positive affect (e.g., choice, affirmation, humor) and reflect on outcomes. 🔟 What Next?

Chapter 10: What Next?

Reflection Prompts

• What are your biggest takeaways from this book?
• Which chapters had the greatest impact on your thinking or practice?
• How do you plan to use what you’ve learned moving forward?

Application Activities

• Personal Action Plan: Create a three-part plan to improve assessment practices in your own role.
• Team Presentation: Prepare a brief presentation summarizing key lessons from the book for your grade-level or department team.
• Policy/Practice Recommendation Memo: Write a one-page memo with recommendations for improving assessment literacy or practices in your school or district. 🏁 Final Reflection & Next StepsFinal Reflection and Action Plan

Synthesis

Educational testing plays a powerful role in shaping instructional decisions, student opportunities, and perceptions of learning. As Popham emphasizes, assessments are only as useful as educators’ understanding of how to interpret and use them appropriately. Misinterpretation or misuse of test results—whether classroom-based or large-scale—can lead to inaccurate conclusions about student learning and ineffective instructional responses. Assessment literacy, therefore, is not simply technical knowledge; it is a professional responsibility. When educators understand concepts such as validity, reliability, and fairness, they are better equipped to evaluate the quality of assessments, interpret results accurately, and make informed decisions that support student learning. Effective use of assessment requires both critical analysis of test data and thoughtful application in instructional contexts. Ultimately, improving assessment literacy helps ensure that testing serves its intended purpose: to provide meaningful information that supports learning, guides instruction, and promotes equitable outcomes for all students.

Personal Reflection and Action Plan

• What are my top three takeaways from this book study? Reflect on the key concepts that most influenced your understanding of educational testing, such as validity, reliability, fairness, or test interpretation.
• How has this book study influenced my understanding of educational testing and assessment use? Consider how your current practices align with the principles presented in the book.
• What is one specific change I will make in how I use or interpret assessment data? Identify a realistic and meaningful adjustment related to classroom assessments, test interpretation, or instructional decision-making.
• What evidence from my current context suggests that this change is needed? Consider examples such as assessment results, instructional decisions, or patterns in student performance.
• How will I ensure that my assessments are valid, reliable, and fair for all students? Reflect on how you might evaluate or revise current assessments to better align with these principles.
• Who will support or hold me accountable for implementing this change? Identify colleagues, mentors, or professional learning communities that can support your growth.
• What is my timeline for implementation and review? Outline when you will implement the change and when you will reflect on its impact.● How will I know if this change improves my assessment practices and supports student learning? Consider what evidence you will look for, such as improved instructional decisions, clearer communication of results, or better alignment between assessments and learning goals.
• What additional learning or support do I need to continue strengthening my assessment literacy?

Next Steps

Participants are encouraged to synthesize their reflections into a brief “Assessment Literacy Commitment Statement.” This statement should outline how you will apply principles of validity, reliability, fairness, and appropriate test use in your practice, along with the evidence you will use to evaluate your progress. If you would like feedback on your reflection or action plan, please feel free to share it for review and continued collaboration.